This special issue introduces recent research on mathematics in interdisciplinary STEM education. STEM education is widely promoted by governments around the world as a way of boosting students' interest and achievement in science, technology, engineering, and mathematics and preparing STEM-qualified workers for twenty-first century careers.…

The knowledge that mathematics teacher educators need has attracted limited but increasing attention in recent years. The papers in this special issue build on emerging themes from that work and raise additional questions that contribute towards a future research agenda in the field. Several of the articles develop conceptualisations of teacher…

In this paper, we offer a comparative review of research on understanding and promoting students' mathematical thinking. The sources for the review are papers that were published in "Educational Studies in Mathematics" ("ESM") during two windows of time: 1994-1998 and 2014-2018. Selection of these two time periods enables us to…

This article presents preliminary results from a survey commissioned for ICME 13 (2016) focusing on "Teachers Working and Learning Through Collaboration". It takes as a starting point a previous survey, commissioned for ICME 10 in 2004 that focused on Mathematics Teacher Education. The current survey focuses centrally on teachers…

This paper reviews recent literature on teacher identity in order to propose an operational framework that can be used to investigate the formation and development of numeracy teacher identities. The proposed framework is based on Van Zoest and Bohl's (2005) framework for mathematics teacher identity with a focus on those characteristics thought…

This article is a state-of-the-art synthesis of literature concerned with the concept of Numeracy (also known internationally by other terms such as mathematical literacy), and the teaching, learning and assessment practices associated with this construct. Numeracy is a concept used to identify the knowledge and capabilities required to…